Stretford High School Assessment, Marking, Feedback and Presentation - PDF document

Stretford High School Assessment, Marking, Feedback and Presentation Policy Ratified by the Board of Governors: May 2019 Due for review: April 2022 1

This policy is only one strand of the ongoing assessment that measures student progress. The policy supports the school’s aims to provide a high quality of education for all its students and our students understanding to take responsibility for their own learning. Overall Aims of the Policy • To ensure that the marking of students work in all subjects (including home learning) provides consistent, effective and incisive communication regarding individual progress. • To enable students to be confident in their achievements and to inform them of their next steps to improve their learning and progress. • To develop students use of Standard English and to address Literacy across the curriculum. • To motivate students to produce work of a consistent high quality and promote high expectations of presentation. • To implement the principles of Formative Assessment and provide feedback that requires students to think and act on feedback to improve their progress. The policy in practice: Feedback at Stretford High School is categorised into the following: 1. Assessment for Learning (AfL) AfL forms the foundation of assessment at SHS – our philosophy is assessment is learning. AfL techniques are a part of all lessons via verbal feedback and in lesson activities and are evidenced and monitored by Learning Walks and observations. 2. SIRT and DIRT tasks In addition, teachers will plan for SIRT (Short Improvement Reflection Time) and DIRT (Dedicated Improvement Reflection Time) assessment opportunities that enable students to demonstrate, apply and consolidate knowledge and skills. Within the scheme of learning assessed SIRT or DIRT tasks will be planned for and specifically timed within a SOW to ensure that marking of student work provides meaningful feedback that enables progress to be built upon over time. It is expected that students respond to their marking and feedback in planned for SIRT and DIRT lesson time. Further guidance on SIRT/DIRT marking below. 3. Summative assessments Lastly, summative assessments are used to produce data which informs planning and enables staff to track the progress of students. Throughout the year there are three assessment points in which students complete a summative assessment task that is also marked with a grade to indicate how a student is making progress from their starting point/ against their end of year target grade. Departments moderate these assessments to ensure consistency of marking and after moderation teachers enter data into SIMS for their classes; recording a working at grade which incorporates the grade achieved on the assessed piece of work and performance in class over time. Following data entry, heads of department analyse data for each year group to identify underachievement or areas of good practice. HODs and SLT links discuss this data analysis and identify and undertake appropriate actions to ensure ‘at risk’ groups receive appropriate intervention where necessary. Individual class teachers independently analyse data and produce a Venn diagram. The Venn diagram is used by staff to identify students who are underachieving in ‘at risk’ groups and to record in class strategies the teacher will use to support the progress of these students. 2

For Year 11 the HOD data analysis and individual class teacher data analysis is presented to the Assistant Headteacher responsible for intervention and the Headteacher. At these meetings the senior leaders are able to gain a whole school picture of students at risk of underachieving or presenting as a concern across the curriculum and quality assure the data analysis and venns produced. SIRT and DIRT marking: Within a PR cycle teachers may mark up to 2 SIRTS and a DIRT task, depending on curriculum allocation and agreement with HOD and SLT link with planned assessments clearly identified in mid-term plans. It is expected that an opportunity for student response is provided after SIRT and DIRT responses as well as planned opportunities for self and peer assessment. Teachers should provide time in lessons for students to review and act upon written feedback as well as using for home learning opportunities. A SIRT task requires a teacher to give a Strength and an EBI and a short task for the student to complete. A DIRT task requires teachers to give a Strength and an EBI and a longer task for the student to complete. The only difference between a SIRT and a DIRT is the length of the task the student must engage in in response to marking. For a DIRT it is expected the task will take the students an extended period of time to complete – a minimum of 20 and up to 45 minutes, whereas a SIRT may be a shorter response if applicable – taking at most 15 minutes. Student tasks will be categorised by the descriptors, action, challenge, and question. This enables the teacher to differentiate for students giving a task that enables the students to demonstrate knowledge, apply and consolidate skills or extend their learning in response to their feedback. It is recognised that all departments may use different methods of recording SIRT/ DIRT feedback and peer and self-assessment, but the student task should be an action, challenge, question task and completed to the best of the students’ ability. The action, challenge, question task will ensure that students will focus on a specific area of underperformance which is currently impacting on their progress or that will extend their learning further. Tasks must be differentiated and personalised to the learning of each individual student and teachers must be clear of what is expected of the student in their response in order to close any gaps in achievement and understanding. Students may use a different colour pen when responding to feedback. Teachers should acknowledge the student response indicating with a stamp if the student has ‘smashed it’ ‘got it’ is ‘nearly there’ or has ‘not yet’ improved their work in line with the feedback given. 3

Marking and Feedback Expectations and Frequency It is not expected that all work completed in exercise books is marked on every page. However students work will be marked using the following 4 guiding principles: Marking Format Key Features Expected Frequency Type • • SIRT STRs and EBIs are STRs and EBIs have been identified on the piece of 2-3 SIRT responses per Response noted although in less work linked to the LO. PR cycle (including if • detail than a DIRT There is an expectation that students act on the appropriate 1 Home Short response marking Learning) depending on Improvement e.g. correct spellings/ literacy errors and improve part the length of PR cycle or Reflection of the work as identified by the teacher via an action/ curriculum allocation Time challenge/ question related to LO/success criteria time. • The SIRT response can be done as part of the next lessons Do Now or Home Learning if appropriate. • Use of school stamp Smashed it, Got it, Nearly there, Not yet should be evident to indicate if the student response adequately addresses the EBI. • • DIRT Strengths (STRs) and There is an expectation of a full student response via At least 1 DIRT response Response Even better if (EBIs) a DIRT lesson (Dedicated Improvement Reflection per PR cycle subject to are provided on a Time) for key pieces of assessed of work. departmental • Dedicated specific piece of requirements. STRs will identify what the student has done well • Improvement identified work. based on the success criteria Provide a working at • Reflection EBIs will identify the next steps in students learning grade if applicable to • Time It is expected linked to the LO which will then be their focus in the inform next steps in next stage of learning. learning for the student that all • There is an expectation that students act on the (see section on grading Departments of students work) marking have an agreed e. g. correct spellings/ literacy errors and improve part format for of the work as identified by the teacher via an action/ DIRT lessons challenge/ question related to LO/success criteria with their • DIRTs should be used by all staff and/or students Schemes for • Use of school stamp Smashed it, Got it, Nearly there, Learning. Not yet should be evident to indicate if the student response adequately addresses the EBI. • • Peer Strengths (STRs) and Validated by the teacher with a comment such as ‘I As appropriate to assessment agree’ or ‘You have identified clear next steps’ or success criteria Even better if (EBIs) or self- school stamp Smashed it, Got it, Nearly there, Not yet are provided on a assessment to indicate if the student has met the task success specific piece of criteria/LO. identified work by students themselves • • Verbal To provide immediate Feedback is personalised to the needs of each student Targeted feedback feedback to support learning. during learning time feedback to improve • Evidence by student voice and learning walks. supported by student the learning and information on Venn challenge any diagram. misconceptions 4